Most teachers said in a recent survey that plans to create a new level of statutory support for pupils with additional needs in mainstream could improve their school’s SEND (special educational needs and disabilities) provision.

Data from Teacher Tapp also showed that support for the plan, announced last week in a final report from the Institute for Public Policy Research (IPPR) Inclusion Taskforce, is stronger among Sendcos than among other teachers.

The task force published recommendations for SEND reforms as the government announced it would be delaying its White Paper proposals until 2026.

Additional learning support in mainstream

One of the IPPR’s key plans was for a new layer of “additional learning support” delivered in mainstream schools. The report says this would be “determined by a child’s needs, rather than relying on a diagnosis or lengthy assessment”.

It adds that this “additional learning support” should be recorded in a digital format made easily accessible to parents and “be underpinned by legislation, accountability and a route to redress”.

Teacher Tapp asked more than 4,800 teachers for their views on this plan.

Some 14 per cent of teachers said it would definitely improve SEND provision in their school, while 40 per cent said it possibly would.

And 22 per cent said it would probably not improve provision, and 5 per cent said it definitely would not, while 19 per cent of respondents were unsure.

Sendcos in favour of new statutory level of support

Strikingly, the proposals had more support from teachers who are Sendcos responsible for coordinating SEND provision in mainstream schools.

The responses from Sendcos show that 20 per cent believe creating a new statutory level of support in mainstream schools would definitely improve their school’s SEND provision, and another 45 per cent said it would possibly improve provision.

Some 20 per cent said it would probably not improve provision, and 5 per cent said it definitely would not, while 10 per cent of Sendcos were unsure.

These responses were more supportive of the proposal than the replies from teachers who are not Sendcos.

Of those who are non-Sendcos, 13 per cent said the plan would definitely improve provision, and another 40 per cent said it possibly would. Some 22 per cent of respondents said the plan would probably not improve SEND provision at their school, 5 per cent said it definitely would not and 20 per cent were unsure.

Support for pupils with SEND

Currently, there are two types of support for pupils with SEND. There are statutory education, health and care plans (EHCP) that identify the support a child needs, which can be given to pupils in both special and mainstream schools.

There is also SEN support for pupils in mainstream without an EHCP, but this does not have a statutory footing.

The IPPR report made a series of other recommendations for SEND reforms. It calls for “new specialised plans” to be coordinated by local authorities for pupils with the most complex needs. But added that existing EHCPs should be retained until there is “significantly better support for families through substantial reform”.

The IPPR Inclusion Taskforce was set up to make recommendations on SEND and inclusion ahead of the government setting out its plans for SEND reform in a new Schools White Paper.

Tes revealed last month that just 6 per cent of Sendcos said they were able to complete all the administrative tasks during their weekly working hours.

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